This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. Students held a symposium in which they shared the podcasts with administration and other adult leaders and successfully petitioned the school administration to add after school programs. The research found that YPAR is a culturally responsive way to cultivate student agency around school policy and support meaningful exploratory dialogue that informs engaged practices in the delivery of trauma-informed care. These findings have important implications for how teachers can provide the space for students to create change in their school environments, support one another in navigating life challenges and create connections to mentors in the larger community.
","abstract_html":"<p>This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. Students held a symposium in which they shared the podcasts with administration and other adult leaders and successfully petitioned the school administration to add after school programs. The research found that YPAR is a culturally responsive way to cultivate student agency around school policy and support meaningful exploratory dialogue that informs engaged practices in the delivery of trauma-informed care. These findings have important implications for how teachers can provide the space for students to create change in their school environments, support one another in navigating life challenges and create connections to mentors in the larger community.</p>","abstract_has_math":false,"creators":["Low, Christopher"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-16T07:00:00Z","date_published":"2021-05-16T07:00:00Z","updated_at":"2026-07-24T02:05:00Z","subjects":["YPAR","PAR","CRT","TIC","Podcasting","Counternarratives","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/42","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"]},{"key":"dc:creator","label":"Author","values":["Low, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["YPAR","PAR","CRT","TIC","Podcasting","Counternarratives","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/42"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. Students held a symposium in which they shared the podcasts with administration and other adult leaders and successfully petitioned the school administration to add after school programs. The research found that YPAR is a culturally responsive way to cultivate student agency around school policy and support meaningful exploratory dialogue that informs engaged practices in the delivery of trauma-informed care. These findings have important implications for how teachers can provide the space for students to create change in their school environments, support one another in navigating life challenges and create connections to mentors in the larger community.
"]},{"key":"dc:title","label":"Title","values":["Creating Counternarratives on Trauma Informed Care Through Student Podcasting"]}]}],"canonical_facts":{"dc:contributor":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"],"dc:creator":["Low, Christopher"],"dc:date.available":["2021-05-16T07:00:00Z"],"dc:description.abstract":["This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. Students held a symposium in which they shared the podcasts with administration and other adult leaders and successfully petitioned the school administration to add after school programs. The research found that YPAR is a culturally responsive way to cultivate student agency around school policy and support meaningful exploratory dialogue that informs engaged practices in the delivery of trauma-informed care. These findings have important implications for how teachers can provide the space for students to create change in their school environments, support one another in navigating life challenges and create connections to mentors in the larger community.
"],"dc:identifier":["https://scholar.dominican.edu/education-masters-theses/42"],"dc:subject":["YPAR","PAR","CRT","TIC","Podcasting","Counternarratives","Education"],"dc:title":["Creating Counternarratives on Trauma Informed Care Through Student Podcasting"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:00Z"}